Document Type : Original Article
Author
Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract
Purpose: This study aimed to explain the concept of “study” in curriculum studies.
Methods: The dominant approach of this research is qualitative and it uses an Exploratory Library Research method. The sources of data collection for this research are books, articles, and written works on the subject. After reviewing and studying the selected sources according to the purpose of the research, the necessary data is collected and organized and presented in order to answer the main research question.
Results: Study, which is a cognitive skill, has other meanings in the curriculum. The curriculum encompasses multiple identities, including political, autobiographical, phenomenological, feminist, aesthetic, and postmodern identities. In the political identity of the curriculum, study means understanding and reinterpreting political messages and a tool for liberation. In the autobiographical identity of the curriculum, reading means self-knowledge and redefining individual identity. In the phenomenological identity of the curriculum, study is a deep and human activity, the formation and reconstruction of identity. Also, in the feminist identity of the curriculum, study is a process of highlighting marginal voices, confronting gender norms. In the aesthetic identity of the curriculum, this concept also includes the process of engaging with emotions, recognizing the inner world of oneself and others, and finally, in the postmodern identity of the curriculum, it means the interpretation and reconstruction of meaning by the reader, questioning and deconstruction, and the death of the author.
Conclusion: In general, study, in addition to mechanical or superficial meaning, is considered as a complex and multidimensional process that includes cognitive, social, cultural, and linguistic aspects and is considered as a tool for self-study.
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